Psychology- Higher Level
Internal Assessment
“An experiment to investigate the effect of contextual
information on the correct recall of the passage.”
Session- May 2022
Candidate number: jxc721
Group member’s candidate number: jxc712, jwk833
Word Count- 2200
II. Contents
Introduction
1
Exploration
4
Analysis
7
Evaluation
9
Bibliography
12
Appendices
14
Appendix 1: Participation form
14
Appendix 2: Letter of Consent
15
Appendix 3: Standardized Briefing
16
Appendix 4: Standardized Debriefing
17
Appendix 5: Tape-recorded Passage
18
Appendix 6: Contextual Picture
19
Appendix 7: Questionnaire
20
Appendix 8: Answer key of the Questionnaire
22
Appendix 9: Table for Raw Data
23
Appendix 10: Inferential Statistics
27
Appendix 11: Table for Critical Value
29
ii
Introduction
Schemas can be linked with cognitive psychology as internal mental mechanisms, like memory
and learning, are studied. The schema theory was coined by Frederic Charles Bartlett (1932).1
“The schema theory states that knowledge is organized into units which stores information.” We
can adjust our schemas when new information comes by assimilation and accommodation.2
Assimilation is assimilating new information into our pre-existing schemas. The process of
modifying one's schema in response to recent knowledge or experiences is known as
Accommodation.3 Bartlett’s most famous study looked into how cultural and social influences
affect schema. 20 Britishers were taken and instructed to read a Native American tale, 'War of the
Ghosts'4. Later they were divided into 2 conditions: ‘repeated reproduction’5 and ‘serial
reproduction’6. Individuals repeat the story several times in repeated reproductions based on their
prior reproductions. Serial reproduction occurs when the first participant recollects the narrative
and tells it to another person, who then tells it to another person, and so on. As a result, both groups
altered the storyline from 360 to 180 words as they tried to recollect it, making it more traditional
and acceptable to their cultural point of view. Bartlett's study supported schema theory as the
participants remembered the gist of the story.bn
1
Pappas, C. (2021, May 12). Instructional Design Models and Theories: Schema Theory. Retrieved 25 May,2021
from <https://elearningindustry.com/schema-theory>
2
Vinney, C. (2019, July 22). What Is a Schema in Psychology? Definition and Examples. Retrieved 28 May,2021
from <https://www.thoughtco.com/schema-definition-4691768>
3
Wemakeyoubetter, W. B., & By, W. (2012, July 07). Schemas, Assimilation, Accommodation, Equilibration.
Retrieved 25 May,2021 from <https://traumainform.wordpress.com/2012/07/07/jean-piaget-schemas-assimilationaccommodation-equilibration/>
4
Bartlett,F.C.(1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge
University Press.
5
APA Dictionary of Psychology. (2020.). Retrieved 1 June, 2021 from <https://dictionary.apa.org/repeatedreproduction>
6
APA Dictionary of Psychology. (2020). Retrieved 2 June, 2021 from< https://dictionary.apa.org/serialreproduction>
1
Bransford and Johnson (1972)7 replicated Bartlett’s schema theory by investigating if high
school students could remember the passage, they were going to read them. This study can be
linked with the schema as it aided the participants to recall the paragraph they heard. 50
participants were taken and were divided into 5 groups. After listening to a recorded excerpt, the
groups were asked to recollect it as accurately as possible. The passage was only heard by Group
1 once. The recording was played twice to Group 2. 30 seconds before the paragraph was played,
Group 3 was shown a picture. Group 4 was shown the picture for 30 seconds after hearing the
recording. Before the paragraph was delivered, Group 5 was given an image for 30 seconds.
After 2 minutes, the participants were asked to rate the passage out of 7. The participants were
given seven minutes to recollect the passage and jot down as many ideas as they could. As a
result, Group 3 had the highest comprehension rating and could recall a greater number of ideas.
The results of Group 2 had increased comprehension rating. In conclusion, the group who were
presented with the pictures offered semantic context to the passage, affecting comprehension
ratings and recall.
Simple replication of Bransford and Johnson, this one-tailed experiment investigates if the IB
students can score high points by recalling the passage accurately, with and without the picture.
This topic is worth studying as it helps us understand and store the new knowledge in our
generalized knowledge. Moreover, it helps us in our educational system by speeding up the
processing time, remembering, and organizing information.8 It also improves teaching strategies
7
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of
comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11(6), 717–726. doi:10.1016/S00225371(72)80006-9
8
Cherry, K. (2019, September 23). What Role Do Schemas Play in the Learning Process? Retrieved 19 July, 2021
from <https://www.verywellmind.com/what-is-a-schema-2795873>
2
as it structures us to understand the world better by allowing us to grasp and interpret the world
with less cognitive effort.
The null hypothesis of the study is that the points of the group given a picture and the group not
given an image are identical.
The research hypothesis would be that there is a relationship between the pictures shown to the
participants and the number of points that they recalled. This could be seen when the experimental
group was given the picture and then made to do a questionnaire for 10 points. They could easily
understand the passage as they had the picture for reference. However, the control group without
any image had difficulty understanding the passage resulting in fewer points.
The independent variable in the passage with and without the picture.
The dependent variable is the number of right points out of ten, for the words remembered by
high school pupils.
3
Exploration
Research Design
In this experiment, through independent measures design, it was possible to create 2 groups by
randomly shuffling the participant's name on excel, this design avoids order 9 effects as the
participants engage in one condition only. However, if repeated measures were used in the
experiment the participants might have guessed the aim of the experiment which would lead to the
rehearsal of the passage.
Sampling and Participants
This experiment contains convenience sampling as it uses participants from the target population
available at the time while the researchers' psychology class took place. Emails were sent to the
target population and only those who confirmed participated in the study. This was required due
to the small student population and to ensure participation at the time we desired. The target
population was the eleventh and twelfth grade IB students, who were not psychology students, as
they would be familiar with the concept and would reduce the credibility of the data. The 30
participants (19 males and 11 females) were randomly allocated into 2 groups by an excel sheet so
that there is an equal chance for every participant to take part in each condition and would reduce
participant variability. The participants selected were 16 and above and also had similar
characteristics like they had no problem with their eyesight as the experiment contained pictures.
9
Mcleod, S. (1970, January 01). Experimental Design.
<https://www.simplypsychology.org/experimental-designs.html>
Retrieved
5
August,
2021
from
4
Materials required
The materials required for the experiment are the tape-recorded passage that was heard by the
participants and the picture from the original study of Bransford and Johnson (1972), an online
letter of consent and a participation form, an online questionnaire, a timer to measure the time
interval as the 2 tasks had to take place where needed. The online MCQ questionnaire was created
and sent by a link through the zoom call. The 10 questions were given to test the ability of how
much the participants understood the passage. Additionally, all of them are based on our memory
study utilizing schema questions. On the 123 HELPME website10, we identified a total of 60
questions, and we chose every fifth one to include in the questionnaire.
Controlled Variables
There are many control variables in this experiment like the participants from both the groups had
joined the same medium of communication (zoom video call) and the same standardized procedure
was followed. Both groups were made to hear the same passage from Branford and Johnson for
approximately 2 minutes, and both groups were given the same task (questionnaire) with the same
level of difficulty, for the same amount of time (5 minutes) and a consent form to be filled. Since
the experimenters were on the panel, the participants couldn’t make out who else was giving the
task, making sure that they would not get influenced by other responses. The time for doing the
task was controlled as the time ended the forms got shut automatically, not giving more time to
the participants.
10
123helpme. (2021). 123 Student. Retrieved 1 September, 2021 from <https://123helpme.me>
5
Procedure
Prior experiment, a participation form11 and a letter of consent12 were sent to grade 11th and 12th
students. Later, the researchers allocated the participants into 2 groups through an excel sheet. On
the day of the experiment, the first group zoom video call happened in the morning where the
experimenter briefed the participants with the standardized instructions 13and then were made to
hear the tape-recorded passage14 of Bransford and Johnson to the participants. After that, a link
was given to them for the task that took place for 5 minutes through an online questionnaire form15.
After a few hours, the second zoom group call took place. Here the procedure was the same as in
the first group, the only difference was that the participants were shown an image 16 while the
researcher made them hear the tape-recorded passage17. After submitting the form, the participants
in both groups were debriefed18 and thanked for their active participation. After that, the
participants' answers were compared to the answer key19 of the researcher, and the findings were
documented and evaluated20.
11
Appendix 1
Appendix 2
13
Appendix 3
14
Appendix 5
15
Appendix 7
16
Appendix 6
17
Appendix 5
18
Appendix 4
19
Appendix 8
20
Appendix 9/10
12
6
Analysis
We will be using mean and standard deviation as we are collecting interval data. The mean of the
experimental group is 7.9 points, and the mean of the control group is 3.1 points, the difference
between both the groups is 4.8 points. The standard deviation for the experimental group was 2
and for the control group was 1.7. As a result, the standard deviation of the experimental group is
more than that of the control group. Since the experimental group's recall rate was higher, there
was a big range around the mean.
Table 1.1: Data showing Mean and Standard Deviation of both the groups
Groups
Group
group
Mean
1:
Experimental 7.9 points
Group 2: Control group
3.1 points
Standard Deviation
2
1.7
7
Graph 1: Graph illustrating mean values of both the groups
For this experiment, Mann Whitney U-Test was used as it’s the most appropriate method applied
to the data because of the selection of independent measures design and collection of interval data.
For the calculation purpose, the data was reduced to the ordinal level. The one-tailed test forecasted
that the observed U value 3 should be less than the critical values of 64 and 51. Thus, accepting
the research hypothesis, suggesting that Group 1 with the picture will obtain higher points by
giving the correct responses than the group without the picture. Hence, the null hypothesis was
rejected.
8
Evaluation
In the original study of Bransford and Johnson, the mean idea units of the group with pictures was
8 out of 14 and for the group without pictures was 3.6 idea units out of 14.21 The replicated study
had a mean of 7.9 points out of 10 for the group with the picture and 3.1 points for the group
without the picture. The standard deviation of the experiment was 2 for the group with a picture
and 1.7 for the group without the picture. In both the results, the group given a picture had scored
high points, thereby demonstrating consistency in findings which makes the reliability of the study
stronger.
The schema theory of Frederic Bartlett (1932)22 has a direct relation with the results of the
experiments as using the schema theory, a mental representation could be created after listening to
the passage which triggers the schemas unconsciously. The information from the passage is more
successfully encoded since it is linked to the schema during the encoding process. The schema
theory, which states that it is a mental framework that organizes our knowledge, beliefs, and
expectations about things and people around us23, also support the findings of this experiment.
With the use of independent measures design, we can control demand characteristics. By doing so
the participants will be less likely to guess the aim of the experiment, which will increase the
credibility of the study. Moreover, it increases the external validity as many participants are being
21
Popov, Alexey, et al. Psychology Course Companion. Oxford University Press, 2017.
22
Pappas, C. (2021, May 12). Instructional Design Models and Theories: Schema Theory. Retrieved 12 October,
2021 from <https://elearningindustry.com/schema-theory>
23
Cherry, K. (2019, September 23). What Role Do Schemas Play in the Learning Process? Retrieved 16 October,2021
from <https://www.verywellmind.com/what-is-a-schema-2795873>
9
used, and avoids order effects. If a repeated measures design was used then it would have hampered
the results of the experiment as the participants would have been familiar with the passage already
and this would have introduced a confounding variable of the practice effect in the second half of
the experiment. However, individual variability can also lead to differences in the group result as
there is always a chance that one group will be different from the other. A precursory memory test
can be applied to an independent measure design to enable the distribution of participants into
matched pairs with identical memories, and then segregating one of each pair into each group,
resulting in a modification of the independent measures design. As a consequence, two groups
with similar amounts of memory emerge. This would have improved the data's credibility.
The opportunity sampling technique used 19 males and 11 females for the experiment
demonstrating mixed-gender distribution which will increase the population validity. However,
when allocating, the participants were randomly allocated into 2 groups. It resulted in the
experiment group selecting 12 males and 3 females, and the control group left with 8 females and
7 males. This could act as a confounding variable since the number of males are more in the
experimental group which would affect their schema processing, thereby increasing the difference
among both the groups. It would have been better if the participants were requested to mention
their gender on the response sheet which would help the researcher in comparing the findings
among both genders and witness if there was any impact of gender on the findings. In the
modification, we could conduct 2 experiments, one focusing on males, and the other one with all
the females to see if the results were influenced by their gender.
10
With the help of the pilot test study, we could select the participants who had a higher level of
English as when the participants with a standard level of English were made to complete the
questionnaire the perceptual reasoning was tough. By changing the level of English of the
participants and giving the 2 groups different tasks the results became more reliable. However, the
participants were only collected for collectivistic culture. If the participants interact with each other
they will not pay attention and will have no interest in doing the task. Also, if they share the results,
the experiment won’t be reliable. One can modify the procedure by making them do different tasks
and selecting the participants from diverse backgrounds.
In conclusion, the 3 is the U-value, which is significant at .05 and .01 levels. The research
hypothesis was accepted, stating that the participants who were shown a picture were more likely
to score high points as compared to the ones who were shown no picture. Hence, the null
hypothesis was rejected.
11
Bibliography
●
123helpme.
(2021).
123
Student.
Retrieved
1
September,
2021
from
June,
2021
<https://123helpme.me>
●
APA
Dictionary
of
Psychology.
(2020).
Retrieved
2
from<https://dictionary.apa.org/serial-reproduction>
●
APA
Dictionary
of
Psychology.
(2020.).
Retrieved
1
June,
2021
from
<https://dictionary.apa.org/repeated-reproduction>
● Bartlett, F.C.(1932). Remembering: A study in experimental and social psychology.
Cambridge: Cambridge University Press.
●
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding:
Some investigations of comprehension and recall. Journal of Verbal Learning & Verbal
Behavior, 11(6), 717–726. doi:10.1016/S0022-5371(72)80006-9
●
Cherry, K. (2019, September 23). What Role Do Schemas Play in the Learning Process?
Retrieved 19 July, 2021 from <https://www.verywellmind.com/what-is-a-schema2795873>
●
Cherry, K. (2019, September 23). What Role Do Schemas Play in the Learning Process?
Retrieved 16 October,2021 from <https://www.verywellmind.com/what-is-a-schema2795873>
● King, B. M., &Minimum, E. W. (2003). Statistical Reasoning in Psychology and Education.
New York: John Wiley & Sons (4th Edition), 577-578
●
Mcleod, S. (1970, January 01). Experimental Design. Retrieved 5 August, 2021 from
<https://www.simplypsychology.org/experimental-designs.html>
12
● Pappas, C. (2021, May 12). Instructional Design Models and Theories: Schema Theory.
Retrieved 25 May,2021 from <https://elearningindustry.com/schema-theory>
●
Pappas, C. (2021, May 12). Instructional Design Models and Theories: Schema Theory.
Retrieved 12 October, 2021 from <https://elearningindustry.com/schema-theory>
●
Popov, Alexey, et al. (2017). Psychology Course Companion. Oxford University Press.
● Trauma,
Research
Accommodation,
and
Treatment.
Equilibration.
(2012,
July 07).
Retrieved
25
Schemas,
Assimilation,
May,2021
from
<https://traumainform.wordpress.com/2012/07/07/jean-piaget-schemas-assimilationaccommodation-equilibration/>
● Vinney, C. (2019, July 22). What Is a Schema in Psychology? Definition and Examples.
Retrieved 28 May, 2021 from https://www.thoughtco.com/schema-definition-4691768
13
Appendices
Appendix 1: Participation form
Since the psychology experiment used a convenience sampling method and took place during the
pandemic. An online form was sent to grade 11th and 12th IB students of Jayshree Periwal School
as that part of the population was close to hand. The participants had filled the form on a voluntary
and first come first serve basis.
Voluntary Form for the Psychology Experiment
Please fill out the form before 7 pm, 24th March 2021.
The link for the zoom call will be sent two days before the experiment on your school email ID.
Email address:___________________
First Name:___________________
Last Name:___________________
Age:___________________
Grade:
● 11
● 12
Phone Number:___________________
Do you have psychology as a subject?
● Yes
● No
Which level of English do you have?
● Standard Level (SL)
● Higher Level (HL)
Gender
● Female
● Male
● Prefer not to say
14
Appendix 2: Letter of Consent
The psychology experimenters sent an online Informed Consent form to the participants as the
experiment took place during the pandemic. It was important to take the informed consent because
it is seen as ethical behavior, it gives the right to participants to ensure that justice and respect are
given.
Student Consent Form
● The imposition of confidentiality and anonymity rights of all participants is guaranteed
upon obtaining the data.
● The experiment is to be conducted on a voluntary basis with great regard to the
participants’ choice hence giving them the freedom to withdraw at any time during the
experiment.
● The physical and mental health of all participants is of utmost importance thus taking
precedence over any and all issues.
● The debriefing about the nature of the experiment will be provided upon its culmination
in order to preserve the psychological credence. All participants will have access to the
results and findings and will be able to get them if they so wish.
I,_____(Name of the participant)____ do wish to participate in this experiment on my own will
and I do agree with the terms above.
15
Appendix 3: Standardized Briefing
Good morning everyone! We will be conducting our experiment as it’s part of our psychology
internal assessment. Before we begin, do not hesitate to ask any questions that you might have.
During the process, participants are requested not to interact with each other. We will now go
through some of the procedure details
Group 1: We'll read you a paragraph about an unspecified topic as well as present an image related
to the passage. Following the paragraph, you will be given a questionnaire that is graded and you
have to complete the 10 points questionnaire in 5 minutes.
Group 2: We will be reading you a paragraph about an unspecified topic. Following the paragraph,
you will be given a questionnaire that is graded and you have to complete the 10 points
questionnaire in 5 minutes.
If you have any questions about the process, please ask us now.
16
Appendix 4: Standardized Debriefing
We have come to the end of the experiment and we would like to thank all of you for your active
engagement. Since all of you know we are conducting this experiment as it’s a part of our
psychology IA. Our topic is schema and we were replicating the study of Bransford and Johnson
1972. The aim of our research was to learn more about the importance of remembering and
comprehending the meaning of a passage. To do so we are conducting this experiment on 2 groups.
The first group is the experimental group which is you, the experimental group was shown a
passage as well as an image. On the other hand, group two which is the controlled group was given
only the passage.
If you are interested in learning more about the experiment results, please feel free to contact us
and we will gladly share them with you.
17
Appendix 5: Tape-recorded Passage24
“If the balloons popped, the sound wouldn’t be able to carry since everything would be too far
away from the correct floor. A closed window would also prevent the sound from carrying since
most buildings tend to be well insulated. Since the whole operation depends on a steady flow of
electricity, a break in the middle of the wire would also cause problems. Of course, the fellow
could shout, but the human voice is not loud enough to carry that far. An additional problem is that
a string could break on the instrument. Then there could be no accompaniment to the message. It
is clear that the best situation would involve less distance. Then there would be fewer potential
problems. With face-to-face contact, the least number of things could go wrong.”
24
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of
comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11(6), 717–726. doi:10.1016/S00225371(72)80006-9
18
Appendix 6: Contextual Picture25
25
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of
comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11(6), 717–726. doi:10.1016/S00225371(72)80006-9
19
Appendix 7: Questionnaire26
Psychology Questionnaire- Schema
Total Time to do the questionnaire: 5 minutes
Maximum Marks: 10 points
Email address
.
Full Name of the participant
.
1. What were the balloons holding?
● A speaker
● Helium gas
● The instrument of the musician
2. What would prevent the sound from carrying?
● Face to face contact
● A closed window
● Noise created by the people near the musician
3. Most building tend to be_____________?
● Well inclined
● Well insulated
● Old
4. The whole operation depends on?
● A steady flow of electricity
● The lady listening to the song
● The instrument
5. What if there is a break in the middle of the wire?
● Unsteady flow of electricity
● The distance between the floor and the balloons would decrease
● The speaker playing the music will fly
26
Bartlett,F.C.(1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge
University Press.
20
6. Why couldn't the fellow shout?
● Because of sore throat
● Because human voice isn't loud enough
● He was afraid to sing in front of the crowd
7. Who was hearing the musician?
● No one
● Crowd
● Lady
8. Do you think that a decrease in the distance could help the overall situation?
● Yes
● No
●
●
●
●
●
9. With face to face contact, the __________ number of things could go wrong?
Highest
Least
Zero
Less
More
10. Drums is the instrument that is being spoken of in the passage?
● Yes
● No
21
Appendix 8: Answer key of the Questionnaire
1. A speaker
2. A closed window
3. Well insulated
4. A steady flow of electricity
5. Unsteady flow of electricity
6. Because human voice isn’t loud enough
7. Lady
8. Yes
9. Least
10. No
22
Appendix 9: Table for Raw Data
Table 1.2: Calculation of mean and Standard Deviation
Participants
Experimental Group
Control Group
Correct responses recieved Correct responses recieved
out of 10
out of 10
1
8
5
2
8
3
3
9
4
4
6
4
5
4
1
6
9
3
7
8
2
8
10
6
9
7
5
10
8
7
11
10
8
12
8
1
13
9
2
14
5
3
15
10
5
Mean (question answered 7.9
correctly)
3.1
Standard Deviation
2
1.7
Participants
15
15
23
Table 1.3: Mean and Standard Deviation of Group 1
Participants
Correct
Average Mean
responses
received out if 10
Deviation (𝑑1 )
(𝑑1 2)
1
8
8-8.0
0
0
2
6
6-8.0
-2
4
3
9
9-8.0
1
1
4
7
7-8.0
-1
1
5
7
7-8.0
-1
1
6
9
9-8.0
1
1
7
8
8-8.0
0
0
8
10
10-8.0
2
4
9
7
7-8.0
-1
1
10
8
8-8.0
0
0
11
10
10-8.0
2
4
12
6
6-8.0
-2
4
13
9
9-8.0
1
1
14
6
6-8.0
-2
4
15
10
10-8.0
2
4
Total
Mean= 8.0
∑ (𝑑1 )2 =30
Experimental group (Passage with Picture)
Average Mean
= (8+6+9+6+7+9+8+10+7+8+10+8+9+6+10) /10
= 7.9
24
Standard deviation
= √30/15
=2
Table 1.4: Mean and Standard Deviation of the Group 2
(𝑑2 )2
Participants
Correct
Average Mean
responses
received out of
10
Deviation (𝑑2 )
1
5
5-3.1
1.9
3.61
2
3
3-3.1
-0.1
0.01
3
4
4-3.1
0.9
0.81
4
4
4-3.1
0.9
0.81
5
1
1-3.1
-2.1
4.41
6
3
3-3.1
-0.1
0.01
7
2
2-3.1
-1.1
1.21
8
4
4-3.1
0.9
0.81
9
5
5-3.1
1.9
3.61
10
3
3-3.1
-0.1
0.01
11
2
2-3.1
-1.1
1.21
12
1
1-3.1
-2.1
4.41
13
2
2-3.1
-1.1
1.21
14
3
3-3.1
-0.1
0.01
15
5
5-3.1
1.9
3.61
Total
Mean= 3.1
∑ (𝑑2 )2 = 25.75
Control group (Passage without Picture)
25
Average Mean
= (5+3+4+4+1+3+2+4+5+3+8+1+2+3+5) / 15
= 3.1
Standard deviation
= √25.75/15
=1.7
26
Appendix 10: Inferential Statistics
Table 1.5: Calculation of Mann Whitney U-test
𝑅𝐸
𝑅𝐶
Participants
Experimental Group
1
8
21.5
5
12.5
2
8
21.5
3
6
3
9
26
4
9
4
6
15.5
4
9
5
4
9
1
1.5
6
9
26
3
6
7
8
21.5
2
3.5
8
10
29
6
15.5
9
7
17.5
5
12.5
10
8
21.5
7
17.5
11
10
29
8
21.5
12
8
21.5
1
1.5
13
9
26
2
3.5
14
5
12.5
3
6
15
10
29
5
12.5
T-value
327
Control Group
138
27
𝑹𝑬 =Experimental Group Ranks Sum whereas 𝑹𝑪 =Control Group Ranks Sum
𝑼𝑬 Calculations:
𝑈𝐸 =N1*N2 + (N1 (N1 +1) /2) - RE
= 15*15 + (15(15+1)/2) –327
𝑈𝐸 = 3
𝑼𝑪 Calculations:
𝑈𝐶 = N1*N2 + (N1 (N1 +1)/2) – RC
= 15*15 + (15(15+1)/2) – 138
= 192
𝑅𝐸 = 3 is selected as the final value of U as it is the lowest among the two values obtained.
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Appendix 11: Table for Critical Value27
27
King, B. M., &Minimum, E. W. (2003). Statistical Reasoning in Psychology and Education. New York: John
Wiley & Sons (4th Edition), 577-578
29